Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: Advertising- Analyzing The Sales Process
Performance Objective:
Upon completion of this lesson, the student will be able to analyze the sales process and
enhance customer relations.
Approximate Time:
If taught the way the lesson is written, it should take approximately 4 days.
Specific Objectives:
 Discuss motivational theories that impact buying behavior

Explain the selling process

Identify techniques used to make a sale
TERMS:
Advertising - A paid announcement.
Consumer - Someone who uses products.
Consumer Behavior - Everything that affects or is affected by human consumption.
Maslow’s Hierarchy of Needs - The five different levels of personal needs- physiological,
safety, social, self-esteem and self-actualization.
Culture - An integrated pattern of behavior, knowledge, and beliefs which are acquired from a
group and passed on to future generations.
Ritual - A formalized act or series of acts that is performed frequently.
Stereotype - A standardized mental picture that some people think is true.
Personal Selling - Any form of direct contact between a salesperson and a customer.
Feature-benefit Selling - Sales that match the characteristics of a product to a customer’s
needs and wants.
Consultative Selling - Providing solutions to customer’s problems by finding products that meet
their needs.
Telemarketing - Selling products over the telephone.
Preparation
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1
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.



130.112(c)(8) The student analyzes the sales process, techniques used to enhance
customer relationships, and the likelihood of making sales
130.112(c)8)(A) explain the selling process; and
130.112(c)(8)(B) discuss motivation theories that impact buying behavior such as
Maslow’s Hierarchy of Needs
Interdisciplinary Correlations:
English:
110.33(b)(1)(A) – Reading/Vocabulary Development
…determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek or other linguistic roots and affixes.
110.33(b)(1)(B) – Reading/Vocabulary Development
….analyze textual context (within a sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings.
110.33(b)(1)(C) – Reading/Vocabulary Development
…infer word meaning through the identification and analysis of analogies and other
word relationships.
110.33(b)(9)(C) – Reading/Comprehension of Informational Text/Expository Text
…make and defend subtle inferences and complex conclusions about the ideas in text
and their organizational patterns.
110.33(b)(11)(B) – Reading/Comprehension of Informational Text/Procedural
Text
…translate (from text to graphic or from graphic to text) complex, factual, quantitative,
or technical information presented in maps, charts, illustrations, graphs, timelines,
tables and diagrams.
110.33(b)(12)(A) – Reading/Media Literacy
…evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts.
110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
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2
print media, images, text, sound in electronic journalism) used in multi-layered media.
110.33(b)(12)(C) – Reading/Media Literacy
…evaluate the objectivity of coverage of the same event in various types of media.
110.33(b)(12)(D) – Reading/Media Literacy
…evaluate changes in formality and tone across various media for different audiences
and purposes.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Solar Sales Representatives and Assessors
O*Net Number: 41-4011.07
Reported Job Titles: This title represents an occupation for which data collection is
currently underway.
Tasks: Generate solar energy customer leads to develop new accounts. Prepare
proposals, quotes, contracts, or presentations for potential solar customers. Select solar
energy products, systems, or services for customers based on electrical energy
requirements, site conditions, price, or other factors.
Soft Skills: This title represents an occupation for which data collection is currently
underway.
Accommodations for Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons
may be modified to accommodate your students with learning differences by referring
to the files found on the Special Populations page of this website.
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
References:
Textbooks: Advertising & Integrated Brand Promotion. O’Guinn-Allen-Semenik. Thompson
South-Western. AAP Ch. 3
Advertising- Business 2000 Townsley South-Western.
Marketing Essentials, Glencoe –Ch. 12
Instructional Aids:
Projector/Presentation
Textbooks and websites the teacher feels necessary
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Materials Needed:
1. Printer Paper
2. Assignment handouts
3. Assorted magazines
Equipment Needed:
1. Computers for teacher/students with Presentation and Internet access.
2. Projector
Learner Preparation:
Tell the students that our objectives for this lesson will be to analyze the sales process and to
identify techniques that are used to enhance customer relationships. We will also learn what
motivates buyers to purchase the items they do.
Introduction
Introduction:
(Day 1) Ask the students how they would define advertising. Have them think about the last time
an ad motivated them to purchase an item or an ad that made an impact. Discuss as a class
why they remember certain ads. What attracts their attention? Is it color? Images? Brands?
(Day 2) Review consumer wants and needs. Tell the class you are going to be talking about
values and culture in relation to Advertising.
(Day 3) Use PowerPoint as aid. Tell the students the objective today will be to learn the different
selling strategies businesses use to get consumers to purchase their products. Tell them they
will also learn how advertising and selling go together yet are different.
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Outline
Outline:
Instructors can use the Presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
Introduction
A. Question on products and advertising.
II. Guided Practice
A. Consumer wants and needs
B. Maslow’s Hierarchy of needs
1. Physiological
2. Security
3. Social
4. Esteem
5. Self-Actualization
C. Cultures and Values
D. Wants and Needs
III. Selling the selling process
A. Identify techniques used to make a sale
1. Personal Selling
2. Feature-Benefit Selling
3. Consultative Selling
4. Telemarketing
IV. Independent Practice
A. Maslow Poster
B. Comparison Ads
V. Formal Assessment
A. Group Product PowerPoint presentation
(Day 1) IntroductionUse Presentation as
aid. Have students
think about consumer
behavior when it
comes to advertising
and how it relates to
Maslow’s Hierarchy of
Needs. Discuss how
different cultures have
different ads. Discuss
what social values
help make consumer
purchase decisions(for example name
brands etc.)
Day (2) Use
Presentation as aid.
Ask students three
questions: How do you
look? Where do you
live? What do you
think? Explain that the
ad agencies want you
to see yourself using
their products and that
the products will make
you more beautiful,
rich, or respected
within society. (see
application for more
detail)
(Day 3-4) Use
Presentation as aid.
Go over the different
selling techniques with
class and explain.
Role play personal
selling in class. End
with group
Presentation Project.
I.
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5
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice:
(Day 1)
Using Presentation as Visual aid:
Have students write down vocabulary terms and make sure they are clear with concepts. Have
students think about consumer behavior when it comes to advertising and how it relates to
Maslow’s Hierarchy of needs. Discuss how/why different ads appeal to us on a personal level.
(Day 2)
Ask class three questions.
How do you Look? - (Answer) - Advertisements will often show the consumer in the ad, hoping
you can see yourself using the product. Yet individuals in the ads are usually portrayed as you
wish you looked. The women are beautiful, the scenarios are perfect.
Where do YOU live? - (Answer) - Most houses in advertisements are large, sunny and spotless.
Neighborhoods are big and spacious.
What do you think? - (Answer) - Stereotypical images are still common in advertising.
Stereotypes are a standardized mental picture that some people think is true.
Say - The difference between how you are and how you are portrayed only becomes a problem
if you forget that it is not usually the average person in the advertisements. Comparing yourself
to the ideal that is often shown can create poor self-image. Your values can affect the values
shown in advertisements, but the advertisements also affect you. You must choose your own
priorities and make your own decisions.
Advertisements are educational but are also biased. Ads also create materialistic values and
divide social status.
(Day 3-4)
Ask students to think of the last time someone tried to sell them something. Was it a product or a
service? Was there an advertisement? Was it a store? Discuss with class.
Say - There are many ways advertising is tied into selling. I am going to go over different selling
techniques used to make consumers buy a product or service. (Details of selling techniques in
textbook Marketing Essentials pages 260-261)
Ask students how seeing an advertisement that is selling something is different from personal
selling or walking into a store and having a salesperson help you. Discuss differences by
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mentioning that in advertising, there is only one way communication; in selling, there is two- way
communication.
Ask a for a student volunteer to come up to the front of the class. Give them an item. (Ex: pen,
stapler, tape, etc.) Now have them sell the item to the class. Did they give the features and
benefits of the product? What type of selling techniques did they use?
Independent Practice:
(Day 1) -Have students go through magazines and find ads that depict Maslow’s 5 needs.
Create a poster with ads and explain each ad to the right of the poster. Turn in poster at the end
of the period.
(Day 2) -Have students find 5 ads1. Stereotypical
2. Self-Image
3. Idealistic
4. Social Status
5. Standard of Living
Cut out ad and place on paper. Explain each ad with your reactions, feelings, perception,
etc.
Summary
Review:
(Day 2)
What is Advertising?
What is Maslow’s Hierarchy of Needs?
(Day 3)
What are the social and cultural comparisons that come with advertisements?
How should we identify these ads?
(Day 4)
What are the types of selling strategies taught in this lesson?
Evaluation
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Informal Assessment:
Instructor will be observant with students during project. Instructor will move about the
classroom setting, providing feedback and making sure that students are clear with directions
and staying on task.
_____________________________________________________________________________
Independent Practice:
(Day 1) -Have students go through magazines and find ads that depict Maslow’s 5 needs.
Create a poster with ads and explain each ad to the right of the poster. Turn poster in at the end
of the period.
(Day 2) -Have students find 5 ads1. Stereotypical
2. Self-Image
3. Idealistic
4. Social Status
5. Standard of Living
Cut out ad and place on paper. Explain each ad with your reactions, feelings, perception,
etc.
Formal Assessment:
(Day 3-4) Group Product Presentation
Have students get into groups of 5 and each person find a product (5 products total and of their
choice). They must incorporate Maslow’s Hierarchy of Needs, the 5 social aspects of
advertising, and features/benefits of the product. Students will create a PowerPoint (at least 7
slides) utilizing all criteria and give an in depth explanation of each product.
Rubric will be used in evaluating project.
Extension
Extension/Enrichment:
If time allows, groups will present their Presentations in class.
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Name __________
Grading Rubric for a
Power Point Project
5
Content
Slide
Creation
Content is
accurate and
information is
presented in a
logical order.
4
3
2
1
Content is
Content is
Content is
Content is
accurate but some
accurate but
questionable and
inaccurate and
information is not information is not information is not information is not
presented in a
presented in a
presented in a
presented in a
logical order, but
logical order,
logical order,
logical order,
is still generally making it difficult making it difficult making it difficult
easy to follow.
to follow.
to follow.
to follow.
Presentation flows
Presentation flows Presentation flows Presentation is
well and logically.
well. Tools used
well. Some tools
unorganized.
Presentation has
Presentation
correctly.
used to show
Tools are not used no flow. No tools
reflects extensive
Correct number
acceptable
in a relevant
used.
use of tools in a
of slides. Overall understanding.
manner. Lacking
Insufficient
creative way.
presentation is
Correct number
in number of
number of slides.
Correct number
interesting
of slides.
slides.
of slides.
Slide
Transitions
Transitions are
smooth and
interesting.
Transitions
enhance the
presentation.
Smooth
transitions are
used on most
slides.
Smooth
transitions are
used on some
slides.
Very few
transitions are
used and/or they
distract from the
presentation.
No transitions
used.
Pictures,
Clip Art &
Background
Images are
appropriate.
Layout of images
is pleasing to the
eye.
Images are
appropriate.
Layout is
cluttered.
Most images are
appropriate.
Images are
inappropriate.
No images.
Mechanics
No spelling
errors. No
grammar errors.
Text is in
authors' own
words.
Few spelling
errors. Few
grammar errors.
Text is in
authors' own
words.
Some spelling
errors. Some
grammar errors.
Text is in
authors' own
words.
Some spelling
errors. Some
grammar errors.
Most of text is in
authors' own
words.
Many spelling
errors and/or
text is copied.
Technology
Connection
Comprehensive
use of technology
is apparent.
General
understanding of
technology.
Acceptable
understanding of
technology.
Little
understanding of
technology.
No understanding
of technology.